few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Experiment with transformations in the plane.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Prove theorems involving similarity.

Find arc lengths and areas of sectors of circles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply theorems about circles.

Reason with shapes and their attributes.

Analyze, compare, create, and compose shapes.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.

Apply geometric concepts in modeling situations.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand similarity in terms of similarity transformations.

Translate between the geometric description and the equation for a conic section.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand congruence in terms of rigid motions.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.
problem_activity: Task
Pablo is practicing bank shots on a standard 4 ft.-by-8 ft. pool table that has a wall on each side, a pocket in each corner, and a pocket at the midpoint of each eight-foot side.
Pablo places the cue ball one foot away from the south wall of the table and one foot away from the west wall, as shown in the diagram below.  He wants to bank the cue ball off of the east wall and into the pocket at the midpoint of the north wall.
[IMG]
At what point should the cue ball hit the east wall?
After Pablo practices banking the cue ball off of the east wall, he tries placing the eight-ball two feet from the east wall, as shown in the diagram below, so that if he shoots the cue ball exactly as he did before, the cue ball will strike the eight-ball directly and sink the eight-ball into the north pocket.  How far from the north wall should Pablo place the eight-ball?
[IMG]


correct_option_index: 4